Out of District Programs and Locations

Any student who is determined unable to attend school by their physician or students who, because of the severity of their disability, are awaiting placement are entitled to homebound instruction.

• BOCES 12:1:1 (Mild/Moderate) Sauquoit Valley, Grades K-12: The mildly handicapped program is intended to provide programs to meet the needs of students who require a more intensive level of support than can be provided in a resource room program. Outcome goals are focused on living and employment skills. Students are able to benefit from a public school environment with the support of a self-contained setting. Academic skills are delivered in a functional context. The students are integrated into regular education classes whenever possible. Moderate students have a greater emphasis on life-skills and activities of daily living.
   
• BOCES 12:1:3 +1 (Multiply Disabled) OHM BOCES Center, Grades K-12: This program is designed to meet the needs of the students with profound and multiple disabilities. Essential elements of the program include gross and fine motor skills, self-help skills, language development, and socialization skills. These students will likely require extensive supportive services throughout their adult lives.
   
• BOCES 12:1:3 +1 (Developmental Program) OHM BOCES Center, Grades K-12: This program is designed for students who require intensive language programming, daily living skills, and behavioral support. Students also have an opportunity to participate in occupational training on a half day basis.
   
• BOCES 12:1:3 +1 (Developmental Program) New Hartford CSD, Grades 7-12: This program is designed for students who require intensive language programming, daily living skills, and behavioral support. Students also have an opportunity to participate in occupational training on a half day basis.
   
• BOCES 8:1:2 (School-based Program) Waterville CSD, Grades K-12: Designed for students with severe social, emotional and/or behavioral management needs who cannot be maintained in a less restrictive setting. Counseling is a mandated component of these programs.
   
• BOCES 8:1:2 (Center-based Program) Grades K-12:
  • Behavior Management
  • Mental Health
  • Designed for students with developmental disabilities, who require behavioral support. Students who are in the program demonstrate needs that are more intense than the 8:1:2 classrooms. In addition to a teacher, and two teaching assistants, a student behavior manager is assigned to the class to assist with behavior modification. Students benefit from structured teaching and a rich curriculum designed to meet students' academic, therapeutic, social/emotional and behavioral needs.
     
• BOCES 6:1:2 (Center-based Program) Grades 3-12: Designed for students who require the most restrictive learning environment. The student's management needs may be determined to be highly intensive, requiring a high degree of individualized attention and intervention. Behavioral supports include individual counseling provided by a certified school social worker. Reflection rooms are available for support as part of the behavior modification program. Therapeutic Crisis Intervention for Schools (TCIS) developed by Cornell University is utilized within the program. The instructional program focuses on meeting the emotional/behavioral needs of the student while addressing academic skills. Academically, instruction is aligned with the NYS Learning Standards allowing students to work toward obtaining a high school diploma. This program provides students with smaller class sizes, curricular modifications and support, intensive adult support and a structured program with consistent routines, career and life skills training, as well as behavior management, crisis support and intervention.
   
• BOCES 8:1:2+1 (Center-based Program) Grades K-2: Designed for students with developmental disabilities, who require behavioral support. Students who are in the program demonstrate needs that are more intense than the 8:1:2 classrooms. In addition to a teacher, and two teaching assistants, a student behavior manager is assigned to the class to assist with behavior modification. Students benefit from structured teaching and a rich curriculum designed to meet students' academic, therapeutic, social/emotional and behavioral needs.
   
• BOCES Middle Settlement Academy Grades 8-12: The Alternative Education Program provides a comprehensive educational program for students in grades 7 - 12 who have not succeeded in a traditional classroom setting. The program is aimed at students who are at risk of dropping out of school due to such characteristics as poor attendance, inappropriate behavior, a lack of respect for authority, fighting and/or an indifference to academics. Students are provided a supportive “family-like” atmosphere structured to help them not only obtain a high school diploma, but to also develop those skills necessary to succeed in life. The alternative education program is housed at two locations: MSA at Lincoln and MSA at Mohawk Valley Community College (MVCC).
   
• Madison Oneida BOCES 8:1:1 (School-based Program) Grades K-2: Students in this program present with severe behavioral difficulties and/or intense instructional needs. Counseling services are provided within the basic program. Close contact with parents and the home school district is maintained to encourage appropriate follow-up intervention activities. Opportunities for regular education experiences are available. The staffing ratio is 8:1:1. This program has locations on the The Madison-Oneida BOCES campus and in the Vernon-Verona-Sherrill school district.

Should a student's learning, physical or management needs be so intense as to not be served in the aforementioned programs, there are private and State operated schools with specialized programs available. These represent the most restrictive settings on the continuum.

• Upstate Cerebral Palsy (Tradewinds 6:1:3.5): This program provides for day and residential services designed for students who have high management and intensive academic needs. The students are provided with a highly structured behavioral program.
   
• UCP Promise Program (preschool): Children follow a structured routine that guides their daily activities and helps to prepare them for Kindergarten. Classrooms focus on giving children an understanding of the world through their hands-on experiences with people, materials, and ideas, encouraging them to think, imagine and problem-solve. Preschoolers with identified disabilities learn side-by-side in an inclusive environment with their typically developing peers. These early interactions are of great benefit to all children.
   
• The House of the Good Shepherd (Tilton School 6:1:2): These programs provide educational day and residential services to students with highly intensive behavioral needs. These students may be school or court placed, or placed by the County DSS.